During an upcoming keynote address for the Western Massachusetts Writing Project, I am going to be sharing out our Dream Scene digital storytelling project as an example of bringing media and technology into the classroom in a meaningful and powerful way, with writing still at the heart of what students are doing. I’ve been working on a visual depiction of the process that students go through as they develop their Dream Scene project.
See what you think:
And here is our collection of published dreams (so far):
I’ve been doing some thinking work around a keynote address coming up around digital literacies with the Western Massachusetts Writing Project. I made this video as a sort of teaser, trying to lay out some ideas and flesh out some direction for what I want to speak about — which is how the digital literacies of kids can be connected to the literacies we value in school but we need some bridges between reading/writing in school and reading/writing in their lives.
Our writing project is shifting to an electronic format for our newsletter. It’s nothing fancy in terms of design, but is familiar in format to our folks and provides important information about what is happening around the WMWP world, including an upcoming conference (where I am the keynote speaker). WMWP Fall 2012 Newsletter
Peace (in the news),
If you are in the Western Massachusetts area, I invite you to consider coming to our Western Massachusetts Writing Project event next month called Best Practices. The theme running through many of the sessions is digital literacy (which is our inquiry idea for WMWP this year). I am honored to have been asked to give a keynote address at the event, and I will be exploring the ways that technology and digital literacies are part of the lives of young people, and how we as educators can recognize and tap into those ideas for learning.
See the program: WMWP Best Practices 2012 Program
You can register online at the WMWP website.
Peace (in the practice),
As one of the editors and writers in Teaching the New Writing, I thought it might be time to step back and reflect a bit on how the book is holding up against time. In other words, do the chapters by classroom teachers writing about how technology may or may not be changing their teaching of writing (in a culture of standardized testing and assessment) still hold relevance for teachers?
I know such reflection is a bit self-serving, given my role as an editor and writer, but I genuinely wondered about it. So I perused the book once more and decided to just start talking as a video reflection.
In the end, I conclude that there are some chapters that still can be very important to teachers considering or using technology. A few pieces don’t quite stand the test of time. And I think the question of what does writing look like in a digital age is still up for grabs. Is technology changing the way we write, and therefore, the way we teach writing?
Our inquiry theme of the Western Massachusetts Writing Project in the coming year will be “digital composition” and yesterday, our leadership board and assorted members (including our WMWP Technology Team) began mapping out some ideas to keep that theme working throughout the year. Our hope is to highlight the ways that technology is impacting or changing our perceptions of writing, and how to help teachers see the change and be part of it. Here are some of the ideas we are chatting about and planning for:
We’ll be using the National Writing Project’s Digital Is site as our “text” for the year, using pieces there for inquiry reading and reflections;
One of our possible goals as a board is to develop and publish our own “resource” at Digital Is by the end of the year — this will help our board members experience the shift from users to producers of content, with a real audience;
Our annual conference in the fall will feature a keynote address around digital literacies, and connections to the Common Core curriculum;
We’re considering ways to support teachers around place-based digital storytelling ideas, with hopes of getting students across a wide range of communities to produce pieces that could be shared at a regional Digital Storytelling Showcase event;
And more …
It’s exciting to be on this path, and our WMWP Technology Team (we have about eight members of the team) will be the leaders of the inquiry initiative. And as it is the 20th anniversary of the WMWP site (which is quite an accomplishment), the idea of looking ahead to literacies as well as remembering our history is a balance we are striving to achieve.
I continue to experiment with the new TED-ed tool that allows you to use their site to remix or flip content. For this one, I definitely had my sixth graders in mind, as we work around good research skills (a key component to the Common Core).
See what you think — I added a video, a few questions, and then a final thought. If I could get them to watch this at home, it might make our in-class work around research a little easier (such is the nature of the Flipped Classroom, right?)
This is the last in a series of three podcasts that captured a conversation I had at a local elementary school around technology. Part one was Monday and it covered topics of outreach to the community and student engagement. Part two was yesterday and it delved into ideas around digital literacy and equity issues.
The final part of the podcast moved into our expectations of the future (and how to prepare our students for the unknown), considerations of the effects that technology might be having on young minds, and even the divide between formal and informal language (and therefore, the audience you are writing for and what that does to your writing).
This is the second in a series of three podcasts that captured a conversation I had at a local elementary school around technology. Part one was yesterday and it covered topics of outreach to the community and student engagement.
The second part of the podcast revolved around what we mean by digital literacies for young people, how this school (like mine) is shifting into interactive boards and what that means (or doesn’t yet mean) for the classroom, and then we moved into a really important part of the conversation: the idea that schools has an imperative to provide access to technology for ALL students and how equity has to be part of our conversations in schools.
Tomorrow, the last part of the podcast will be shared, and it covers some views around writing and ideas around how the modern world of media and technology is shaping our young people.
As I have mentioned in a few posts, I have had the privilege of working with some teachers at another elementary school in the past month through the work of the Western Massachusetts Writing Project, and I spent one whole day there recently, modeling some activities and exploring some ideas with the staff. At the end of the day, I sat down with the principal (Mike), the technology teacher (Liz), the literacy coach (Stephanie) and a lower elementary classroom teacher (Lauren) to talk technology for the school’s podcast feature on its website.
It was one of those great ideas for wrapping up the day, and we had a wonderful conversation that touched on a lot of different areas that relate to technology and learning. The school just posted the podcasts (the hour was wisely divided up into three shorter sections) and I asked the principal if I could grab a copy, and share the conversations out for others. He willingly agreed, and encouraged me to do so.
So I am going to be sharing out the three parts of the podcast over the next few days.
The first part of the podcast revolves around student learning and engagement, and I sought to define digital storytelling a bit (since that was a focus of the day). We also chatted about how to use technology as a school to reach out to parents and the community. The other classroom teacher, Lauren, has her young students now using Twitter to broadcast to family what is going on during the day (no more: “nothing” to the question of “what did you do today?”) We also touched on the idea of moving technology right into the classroom, and not having it seen as a separate unit of instruction.
I hope you enjoy the podcasts – the second part will get published tomorrow, followed by the third piece on Wednesday. Even though I was there, and talking, it was only when I went back and really listened did I realize just how much ground we had covered in our conversation.